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Home Reading Parent Workshops
October 2019
Why is reading so important?
Studies show that reading for pleasure makes a big difference to children’s educational performance.
Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.
What difference can I make as a parent?
You can make a huge difference! Parents are the most important educators in a child’s life – even more important than their teachers – and it’s never too early to start reading together.
Even before they're born, babies learn to recognisetheir parents' voices. Reading to your baby from birth, even for just a few minutes a day, gives them the comfort of hearing your voice and increases their exposure to language.
Reading with your child
Sharing a book with your child allows you to share adventures and experiences in the safe world of the book. It allows you to ask questions, talk about what has happened and decide what you think together.
Sharing a book can be a bonding experience and for young children, cuddling up with a parent to read a book can be a special time.
Building vocabulary and understandingLearning to read is about listening and understanding as well as working out what’s printed on the page. Through hearing stories, children are exposed to a wide range of words. This helps them build their own vocabulary and improve their understanding when they listen, which is vital as they start to read. It’s important for them to understand how stories work too. Even if your child doesn’t understand every word, they’ll hear new sounds, words and phrases which they can then try out, copying what they have heard.
As children start to learn to read at school, you can play an important role in helping to keep them interested in books. Find out what interests them, help them to find books that will be engaging and fun, and spend time reading the books they bring home from school together.
Reading - It's part of lifeAlthough the life of a parent is often hectic, you should try to read with your child at least once a day at a regularly scheduled time. But don't be discouraged if you skip a day or don't always keep to your schedule. Just read to your child as often as you possibly can.
If you have more than one child, try to spend some time reading alone with each child, especially if they're more than 2 years apart. However, it's also fine to read to children at different stages and ages at the same time. Most children enjoy listening to many types of stories. When stories are complex, children can still get the idea and can be encouraged to ask questions. When stories are easy or familiar, youngsters enjoy these "old friends" and may even help in the reading.
Taking the time to read with your children on a regular basis sends an important message: Reading is worthwhile.
One more time
You may go through a period when your child favors one book and wants it read night after night. It is not unusual for children to favor a particular story, and this can be boring for parents. Keep in mind, however, that a favorite story may speak to your child's interests or emotional needs. Be patient. Continue to expose your children to a wealth of books and eventually they will be ready for more stories.
Top 10 tips to help children enjoy reading• 1. Make books part of your family life – Always have books around so that you and your children are
ready to read whenever there’s a chance.
• 2. Join your local library – Get your child a library card. You’ll find the latest videogames, blu-rays and DVDs, plus tons and tons of fantastic books. Allow them to pick their own books, encouraging their own interests.
• 3. Match their interests – Help them find the right book - it doesn’t matter if it’s fiction, poetry, comic books or non-fiction.
• 4. All reading is good – Don’t discount non-fiction, comics, graphic novels, magazines and leaflets. Reading is reading and it is all good.
• 5. Get comfortable! – Snuggle up somewhere warm and cosy with your child, either in bed, on a beanbag or on the sofa, or make sure they have somewhere comfy when reading alone.
• 6. Ask questions – To keep them interested in the story, ask your child questions as you read such as, ‘What do you think will happen next?’ or ‘Where did we get to last night? Can you remember what had happened already?’
• 7. Read whenever you get the chance – Bring along a book or magazine for any time your child has to wait, such as at a doctor’s surgery.
• 8. Read again and again – Encourage your child to re-read favourite books and poems. Re-reading helps to build up fluency and confidence.
• 9. Bedtime stories – Regularly read with your child or children at bedtime. It’s a great way to end the day and to spend valuable time with your child.
• 10. Rhyme and repetition – Books and poems which include rhyme and repetition are great for encouraging your child or children to join in and remember the words.
Home / school reading
How can I choose books at the right level for my child?
As a rule of thumb, you would expect a child to read a book with about 95% accuracy if they want to read it to themselves. Less than that, and it’s likely that they’re missing out, or misreading too many words for them to make sense of the story. Introduce the ‘Rule of five’ to older children. Encourage them to read the first page or two of a new book. They must put up one finger for every word they cannot read. If they get to five fingers, then the book is too hard for them and they sshould choose another one. Don’t encourage them just to guess at words they can’t read.
What do I do if my child doesn’t enjoy reading?
Make sure your child isn’t tired, hungry or desperate to watch their favouriteTV programme when you read to them. Sit with them for a short time every day and read a book with them on a subject that interests them, whether that’s cars, animals or sports. Don’t expect them to read it for themselves. Just show them how interesting it is to be able to read so that they want to do it for themselves.
• For many children, especially boys as they get older, non-fiction books are more interesting than fiction, so it may be as simple as changing the type of books you are reading together. Talk to your teacher or a local children’s librarian to see what books are available that match your child’s interests.
• Give plenty of praise. Let your child know how pleased you are when he or she looks at a book. Show interest in what they have chosen. Children really do develop at their own rates when it comes to reading.
My son is switching off reading - what can I do?
• It’s important to make sure that you’re reading something with your son which interests him. Many boys like non-fiction books, so try asking at your local library for recommendations – it may be that he’ll enjoy reading Horrible Histories or the Guinness Book of Records more than fiction.
• Role models are also important. Make sure boys see their dads, uncles or granddads reading, even if it’s a newspaper, so that it seems familiar and they can copy their reading behaviour.
• Finally, praise your son when something is read well. Equally, if he reads something incorrectly, don’t make him feel that this is bad -mistakes are just part of the learning process.
Your child’s Reading Record
•Comments for parents
•Tricky or exciting words I have learned
Top tips for the reader
•Questions about your book
•Figurative Language
•Punctuation
•The building blocks of sentences
•The building blocks of sentences
•Homophones and commonly confused words
Northern LightsFriday 28th September
R: What are the 3 titles?
I: What does “20th anniversary edition” tell you about the books?
C: What objects are on each cover? Why?
contextCover the word up and read the
rest of the sentence. What would make sense here? Uncover the
word and check.
PhonicsIf you have tried everything else, you could break it down sound by sound. This takes a loooooong timeand you might forget where you started so try something else first.
shapeLook at the shape of the word.
What would fit?
He was riding on a .
patternDoes the book have any repeated
or patterned language?
And they all lived...
analogy Use words you already know to read ones you don’t know.
first letter/last letterThis is a bit like the shape
strategy but use the first and last letters to help.
My favourite animal is a mmonkey.
RhymeCan you use rhyme to read the
word?Sally Smith wanted to be Queen,Her favourite colours were red
and.....?
chunks Does the word have any common letter strings? E.g. ing, tion, ous.
Can you break it in to syllables? Is it a compound word? E.g. Outside
(out + side)
picture clues
high frequency wordsIs it a word that you just know?
E.g.the and them when went
who many does
Read for meaning. What does the underlined word mean?
“Finally, they bought a waterproof cape that enveloped her completely made of semi-transparent seal intestine.”
Strategy – take the word out, put a synonym in to
keep the meaning of the sentence
Read for meaning. What does the underlined word mean?
“Dim light through
the rear window
of the bar showed
a vast pale form
crouching upright
and gnawing a
haunch of meat.”
Strategy – take the word out, put a synonym in to
keep the meaning of the sentence
Read 176—end of chapter Logan
KathleenJoel
BettyKaydenJessica
Where and when did the story take place? What did s/he/it look like?Who was s/he/it? Can you name the….?
How did___ feel? Why did ___feel / think...?Why is ____important?
Why do you think the writer has chosen to use the words …………. ?What words, phrases or features make you think that....? What does the word...tell you about ....?
Does the writer think...? How do you know? How can you tell that the writer thinks....?
How might the author/poet want us to read these words...? How do the speech words help us when reading aloud? (e.g. Whispered, shouted etc...)
Have you ever been in that situation? What happened?How would you have felt in the same situation?What might you have done instead?
Guided
Page 183 - Which words show that she was amazed by what she saw?
Pg 184 - Which words show that Lyrawas not pleased at first when she saw the bird?
GuidedPage 183 - Which words show that she was amazed by what she saw? We know Lyra was amazed because the text says ‘she was moved by it’ and ‘it was so beautiful it was almost holy; she felt tears prick her eyes.’Pg 184 - Which words show that Lyra was not pleased at first when she saw the bird?We know Lyra was not pleased when she first saw the bird as ‘the idea filled her with sickly fear.’
Retrieve Interpret Choice Viewpoint Perform Respond
Where and when did the
story take place?
What did s/he/it look like?
Who was s/he/it? Can you
name the….?
Where did s/he/it live?
Who are the characters?
What happened after?
How many….?
Describe what happened
at….?
Who spoke to ….?
Identify who….?
Can you tell me why?
Which is true or false…..?
Find the meaning of….?
What is. ... ?
What is happening at this
point in the story?
Read the part that tells
me...
Where did you find the
information about …….?
What extra information
does this picture add?
Which words tell you that...
What does this word …..
mean?
Can you work out the
meaning by reading around
the word?
Can you think of a similar
word?
What could you find out
from this book?
Find 3 words that show...
Tell me 3 things about....
Tell me 3 things that you
would find here.
How did___ feel?
Why did ___feel / think...?
Why is ____important?
Describe___ reaction /
feeling I
Match feelings / thoughts to
parts of the story
If_____, which / why?
Agree or disagree with an
opinion. Justify.
How do we know____?
What does this tell us about
how X is feeling / thinking?
Put yourself in their
shoes—why do they do/say
this?
Do you know what might
happen next?
What could this tell us
about the character?
How do we know that
………..?
What do you think will
happen because of …?
What was_________
thinking as he…? How do
you know?
Using the evidence
available, can you tell me
what you feel about....?
Predict what you think is
going to happen next. Why
do you think this?
What do we know about a
character based o their
actions e.g. Sarah was up
the tree in her best frock.
What do we know about
Sarah?
Why did the author choose
this title?
What is the effect of writing
in the past/present tense?
Why do you think the writer
has chosen to use the
words …………. ?
What words, phrases or
features make you think
that....?
What does the word...tell
you about ....?
Why do you think the
author has mentioned …….
a lot in the story?
Why do you think the
author has written this
sentence in this way?
Why are these words
useful to the reader?
Why have these words
been put in bold?
Who would this information
be most useful for?
How is...similar to and
different from....?
What has the author used
in the text to make this
character
funny/sad/angry/tense?
How effective is this?
How has the author used
the text to make the
situation or event
angry/tense? Comment on
the effect.
Does the writer think...?
How do you know?
How do you know?
All the way through the
writer compares x with y-
how effective is this in
getting the viewpoint
across?
How can you tell that the
writer thinks....?
How effective is the writer
in showing his opinion?
Find examples in the text
where the writer shows...
What words/phrases
indicate the author’s
attitude?
How does the author show
that... is important to
him/her?
How does the writer try to
change your mind about
the topic?
How do we know that the
writer thinks....about this
character?
How does the writer
encourage you to read the
rest of the text?
Can you think of another
story that has a similar
theme, e.g. good over evil,
weak over strong, wise
over foolish?
I wonder why the writer has
decided to ……. ?
What was in the author’s
mind?
How would the views put
across in these texts affect
your views on ?
How might the author/poet
want us to read these
words...?
How does the speech
attribution help us when
reading aloud? (e.g.
Whispered, shouted etc...)
How does the
rhythm/rhyme in the poem
help us to read aloud?
How might we change the
pitch of voice as we read?
(rise and fall)
How might the punctuation
in each sentence help us to
perform as the writer
intended it to be read?
(Tone change according to
punctuation e.g. ? ! !!! - )
Taking note of ellipses and
short sentences—How
should this section be read
aloud?
Which sections might we
speed up/slow down when
reading?
When might we change the
volume of what we read?
Can you change the tone
so that the character
sounds....?
Select a range of passages
from the novel to perform to
show that the character is...
Perform the poem as if...
Have you ever read a book
with a similar theme to this
one? eg. good over evil;
weak over strong; wise
over foolish?
What does this remind you
of?
What does it make you
think of?
Does this story remind you
of any personal
experience/something that
has happened to you?
Describe it.
Have you ever been in that
situation? What
happened?
How would you have felt in
the same situation?
What might you have done
instead?
How would you feel if you
were treated like ……… ?
What would you do?
What do you like about...? /
What don’t you like...?
Would you choose to read
the same author again?
Why (not)?
What is your opinion? What
evidence do you have to
support your view?
Using all the evidence
available, can you tell me
what you feel about…?
Is it as good as…? Which
is better and why?
